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Foreword | |
Preface | |
Acknowledgements | |
About the Authors | |
The Art of Intervention | |
Listening and Spoken Language Interventions: A Model and Activities for Helping Children | |
Listening Challenges That Children Must Overcome | |
Model of Auditory, Speech, and Language Development | |
Summary | |
Early Detection and Intervention for Infants and Toddlers | |
Early Detection and Intervention | |
Necessary Services for Infants, Toddlers, and Their Families | |
How Listening Develops in Infants and Toddlers | |
How Infants Develop Spoken Language | |
How Toddlers Develop Spoken Language | |
Interventions for Babies | |
Applying the Model With Babies | |
Interventions for Toddlers | |
Applying the Model With Toddlers | |
If a Child Is Not Making Measurable Progress | |
The Need for Flexible Models | |
Summary | |
Intervention for Preschoolers | |
Collaborating With Service Providers | |
What You Need to Know About a Child's Hearing Loss | |
What You Need to Know About Previous Intervention | |
What You Need to Know About Listening Technology | |
What You Need to Know About a Child With No Prior Services | |
Planning and Implementing Instruction and Interventions | |
Factors to Consider When Planning Lessons | |
Techniques to Use When Conducting a Lesson | |
Interventions for Preschoolers | |
Applying the Model With Preschoolers | |
Summary | |
Interventions for Children in the Primary Grades | |
A Typical Day in the Life of the Young Student With a Hearing Loss | |
The Effects of Hearing Loss in the Classroom | |
Assessing a Child's Present Levels of Performance | |
The Multidisciplinary Team of Professionals Who Can Assist the Teacher | |
Readiness for School | |
Instructional Considerations | |
Interventions for Children in the Primary Grades | |
Applying the Model With Kindergartners and Early Elementary Children | |
Summary | |
Developing Literacy Skills in Children With Hearing Losses | |
Learning to Read | |
Effective Approaches to Reading | |
Using Reading to Develop Language - A Paradox | |
Assessment | |
Implications for the Special Education Teacher | |
Implications for the General Education Teacher | |
Intervention | |
The Literacy Team | |
Summary | |
The Science of Intervention | |
How Children Hear and Talk: Fundamentals of Listening and Speaking | |
The Speech Chain | |
Linguistic Level | |
Physiological Level: The Physiology of Speech | |
Physiological Level: The Physiology of Hearing | |
Acoustic Level | |
Hearing Aids, Cochlear Implants, and Assistive Listening Devices | |
Classroom Acoustics - Increasing the Child's Ability to Hear and Understand the Teacher and Peers | |
Daily Device Monitoring: Your Responsibility | |
How to Give the Ling Sound Check | |
Summary | |
Organizations and Agencies Serving Children With Hearing Losses | |
Assessments | |
Sound-Object Associations | |
Commercially Available Curriculum Guides and Materials | |
References | |
Index | |
Table of Contents provided by Publisher. All Rights Reserved. |
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